000			03425cam a2200409 i 4500
001			on1006381030
003			OCoLC
005			20240726105223.0
008			171010s2018 ncua ob 000 0 eng
010			_a2017048778
040			_aDLC _beng _erda _epn _cDLC _dNT _dYDX _dNT _dOCLCF _dSOI _dEBLCP _dUPM _dOCLCQ _dIDB _dNJR _dIAA _dOCLCQ _dORU _dOCLCQ _dYDX
020			_a9781681239194 _q((electronic)l(electronic)ctronic)
042			_apcc
050	1	4	_aLC5215 _b.G853 2018
049			_aMAIN
245	1	0	_aA guide to college success for post-traditional students /edited by Henry S. Merrill.
260			_aCharlotte, NC : _bInformation Age Publishing, Incorporated, _c(c)2018.
300			_a1 online resource (xv, 99 pages) : _billustrations
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aAdult learning in professional, organizational, and community settings
504			_a1
520	0		_a"The purpose of this book is to assist post-traditional students to achieve success in the Occupational, Workforce, and Leadership Studies (OWLS) Department and develop their individualized pathway to earn the interdisciplinary Bachelor of Applied Arts and Sciences (BAAS) degree at Texas State University. Applied baccalaureate degrees incorporate higher-order thinking skills and advanced technical knowledge and skills with applied coursework. BAAS students may also earn college-level credits through prior learning assessment (PLA), evaluating and credentialing knowledge and skills gained outside the classroom. The organization and content of this book provides adult degree program faculty and leaders an example of how one required textbook develops and supports the outcomes and activities in all the core courses of an interdisciplinary degree program designed for post-traditional adult learners. The majority of the students earning the BAAS degree are post-traditional students. They are often defined with some or all of these characteristics: over age 25 years old when starting or returning to college, may not have a traditional high school diploma, enroll part-time, work full-time, are financially independent, have dependents other than a spouse and may be a single parent. These students juggle multiple roles and responsibilities in the family, workplace, and community. Post-traditional students bring rich work/life experiences, may be experiencing personal and/or professional transitions, have clear career goals, and often finance their education. They seek flexible programs including online education, PLA, and accelerated course formats. Thus, post-traditional students want active, collaborative, and interactive learning relevant to career and other roles and goals."--Provided by publisher.
530			_a2 _ub
650		0	_aAdult education.
650		0	_aAdult college students.
650		0	_aOccupational training.
650		0	_aCareer development.
655		1	_aElectronic Books.
700	1		_aMerrill, Henry S., _e5
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1594718&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hLC _m2018 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c93068 _d93068
902			_a1 _bCynthia Snell _c1 _dCynthia Snell